Q- sort methodology was used to detect underlying structures in 45 statements that reflect women’s attempts to make themselves feel better after incidents of abuse. Eight dichotomous categories were created as plausible descriptors of the 45 statements within the measure. Graduate and advance undergraduate students used the categories to sort the 45 statements. The individual sorts were input with PQMethod software. The Centroid method was used for data analysis. Three of the eight proposed categories were supported: perspective (i.e. the woman’s thought and perceptions regarding the abusive relationship), health behavior, and social relationship. Data analysis displayed that the 45 “feel better” items are able to be grouped into meaningful categories.

Q- sort methodology was used to detect underlying structures in 45 statements that reflect women’s attempts to make themselves feel better after incidents of abuse. Eight dichotomous categories were created as plausible descriptors of the 45 statements within the measure. Graduate and advance undergraduate students used the categories to sort the 45 statements. The individual sorts were input with PQMethod software. The Centroid method was used for data analysis. Three of the eight proposed categories were supported: perspective (i.e. the woman’s thought and perceptions regarding the abusive relationship), health behavior, and social relationship. Data analysis displayed that the 45 “feel better” items are able to be grouped into meaningful categories.

The purpose of this research is to identify the selection criteria used by the management professors when they interview the candidates for MBA entrance examination in Taiwan. Seven famous graduate schools of business management were chosen for this study. With Q-method and survey, this study ranks and classifies the selection criteria of each graduate school. The samples include professors of those graduate schools and students who have gone through the selection interview. By using factor analysis, the research found the different types of professors with different selection criteria. The finding can be very useful for the graduate schools to know what students their faculty really wants. In addition, it is also informational to those applicants who want to enter the MBA program through selection channel to choose an appropriate graduate school. The findings of this research indicated: 1.These seven graduate schools used different selection criteria. 2.Most of all professors agree that the analyzing ability and foreign language are the two most important criteria. 3.Comparing the ¡§my own view¡¨ and ¡§perception of colleagues¡¦ view¡¨, the research did find some significant differences. 4.Higher consensus exists among the professors at Cheng-chi, Yuan Ze and FuJen Catholic University. The professors of Sun Yat-sen University, Cheng-Kung University and Taiwan University were more diversified. 5.Attitude towards selection criteria is not the same among the professors from different countries where they were educated. 6.Five types of Professors can be distinguished is terms of the selection criteria used.

There is national attention and concern from industry leaders, educators and politicians that the United States will not be able to maintain its competitive edge due to the lack of students prepared for careers in science, technology, engineering, and math (STEM) (Hurtado et al., 2008; Kuenzi et al., 2006; Kuenzi, 2008; Laursen et al., 2010). Student-faculty research, such as is done during an undergraduate research experience (URE), has been shown to be a high impact activity leading to greater student interest in STEM careers. A closer look is needed to get an idea of what types of experiences during UREs impact a student’s interest in persisting into a STEM field career and to understand what are the key mechanisms of the experience that make it meaningful. The findings in this study add to the literature by exploring participants views of the undergraduate research experience at non-doctoral-granting universities and by supporting the idea that UREs can be effective in these settings as well. Further, this study puts forward a theoretical explanation about how and why UREs promote a student’s interest in persisting to a STEM field career. The purpose of this qualitative study using critical incidents was to identify experiences during a URE that students perceived to encourage or deter their interest in pursuing a STEM field career following graduation and to identify causal mechanisms for why these experiences made a difference in their interest. This study was designed to use a qualitative approach consisting of individual interviews and a focus group with a total of 31 participants from three institutions to identify and come to a more complex, multi-layered understanding of the undergraduate research experience. A card sorting technique where participants assigned each card to the encouraged an interest, deterred an interest, neither encouraged nor deterred an interest, or did not experience category was used initially to generate a conversation about what individual experiences that students perceive encourage or deter them from pursuing a STEM field career following graduation. Follow-up interview questions guided the participant in explaining the incident and how and why it impacted their interest in a STEM field career following graduation. Findings of the study indicate that all participants began their URE with an interest in science. No one set of critical incidents was identified to encourage or deter an interest as the same incident could have positive and negative outcomes. Because of the initial strong interest in science, incidents identified in the literature as deterring an interest in STEM often served to help participants refine the field or topic in STEM they wanted to pursue rather than causing them to leave STEM altogether. The individual critical incidents during the URE in totality, not individually, had an impact on participants’ interest in pursuing a STEM field career. It is a combination of multiple experiences or events that help students gain a greater sense of self and to refine career and research opportunities. The main contribution of this study is a theoretical model of the mechanisms by which a variety of incidents during a URE can impact an interest in STEM. This model identifies underlying causal mechanisms on how UREs can promote an interest in STEM. The model is similar to a grounded theory model in that it highlights student characteristics, contextual factors, mechanisms, and outcomes that help to refine STEM field career interest. The URE incidents in totality provide mechanisms resulting in outcomes that refine a career interest in STEM. As all participants were still involved in their URE, this study is limited in that we do not know with any certainty if the participants will enter a STEM field career. Future research designed with a longitudinal time frame could follow participants throughout the URE then into their career thus allowing greater understanding as to why some students may choose to leave the STEM pipeline. In-depth case studies would allow for testing of the conceptual model to identify turning points in an interest in a STEM field career and how interests in a STEM field career are refined. Further, case studies would allow researchers to compare the conceptual model in different settings. The goals of UREs can be advanced in settings where there is a central organizing office on campus that makes visible that the institution values research and STEM and creates opportunities where students can to connect to a wider community of researchers. Faculty mentors guiding UREs can advance a commitment to pursue science by continually articulating the importance and wider social significance of the research. Further, faculty mentors play an invaluable role by providing information about the range of opportunities to pursue research, connect students with other research, and encourage URE student attendance at professional conferences in order to begin identification with a wider community of like-minded individuals. / Ph. D. / Educators, industry leaders and politicians are concerned about the lack of students prepared for STEM field careers and the United States being able to maintain its competitive edge globally. One opportunity to prepare students for STEM field careers is through student-faculty research, such as is done during an undergraduate research experience (URE). This study was designed to identify and understand critical incidents in undergraduate research experiences that students perceive to encourage or deter their interest in pursuing a STEM field career following graduation and to identify why these experiences made a difference in their interest. An incident sorting process was used to identify individual experiences that students perceive encourage or deter them from pursuing a STEM field career following graduation. Participant interviews and a focus group were conducted to understand how and why the identified experiences had a bearing on the student deciding to pursue a STEM field career following graduation. Findings of the study indicate that incidents during the URE combined, not individually, had an impact on participants’ interest in pursuing a STEM field career.

Ce mémoire présente la construction d'un outil d'évaluation abordant le processus d'attachement d'un enfant confié à une famille d'accueil. S'appuyant à la fois sur la théorie de l'attachement et sur une méthode d'évaluation qualitative, un questionnaire de type Q-Sort a été élaboré. Un échantillon de 18 répondantes, issues du réseau du Centre jeunesse de l'Estrie, a par la suite complété le Q-sort de 40 énoncés. Les résultats mettent en évidence 3 regroupements distincts de répondantes. Le premier facteur accorde une grande importance aux habiletés spécifiques des parents d'accueil. Les répondantes du second facteur priorisent plutôt une centration sur la relation entre l'adulte et l'enfant. Quant au dernier regroupement, celui-ci présente un profil partagé entre les compétences et caractéristiques du parent d'accueil et celles des enfants dans le processus d'attachement. Les résultats présentent plusieurs avenues de développement de la recherche pour le futur.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-01-24T13:32:39Z No. of bitstreams: 1 Keiti de B Munari 2.pdf: 956289 bytes, checksum: 15da0eddb8168ceaf31034ae9118eaac (MD5) / Made available in DSpace on 2017-01-24T13:32:39Z (GMT). No. of bitstreams: 1 Keiti de B Munari 2.pdf: 956289 bytes, checksum: 15da0eddb8168ceaf31034ae9118eaac (MD5) Previous issue date: 2016-05-12 / The teaching profession has been gradually marked by political reforms in an attempt to meet the emergency needs that the socioeconomic and cultural system requires. So in every attempt to adapt teaching to meet the demands of the new capitalism, new means are created to achieve standard or hegemonic models in teacher training. This trend, in a way, as observed by Sousa and Villas Boas (2011), has created a moment of discomfort in the area; a time of uncertainty that generates "generic political responses" without contextualization of the teaching profession in their practices. In this research, we try to deepen themes that articulate factors of academic disciplinary training with teacher professionalization. We focus on the specific characteristics of the profession through aspects of social subjectivity that are transmitted to teaching. We believe we can well understand why, although inserted in an environment of bad feelings towards the career of teaching, we still have teachers who remain in the profession showing satisfaction with their activities - although this might seem to be a paradox. We study whether aspects of social subjectivity promote an intersection of theory with practice and, above all, the academic training that perpetuates the theoretical and disciplinary knowledge with the knowledge built from the context of belonging, held by subjects in a profession which we believe to be relational. In order to do so, we attempt to trace the profile of the participant subjects in this study from the specific characteristics of the behavior of these professionals in the relationship which is maintained with others in the classroom, of what characterizes this group, their expectations regarding teaching and some of the main reasons that lead them to remain in their profession. Based on these observations, we address our theoretical framework based on the concept of Teaching Subjectivity, a topic that has brought some modest contributions to education studies. Our field research was supported by the methodological approach through the measuring instrument known as Q-sort technique - a tool used for qualitative analyzes that focuses issues of subjectivity. The study subjects were teachers of the first grades of public elementary schools, who work in Nazaré, a city in São Paulo state. For the study of the results of the research, we took contributions from participant observation into account. / A profissão docente vem sendo gradativamente marcada por reformas políticas que visam o atendimento das necessidades emergenciais que o sistema socioeconômico e cultural exige. Assim, a cada tentativa de adequação do ensino para atendimento das demandas do novo capitalismo, criam-se meios para alcançar modelos padronizados ou hegemônicos na formação docente. Essa tendência, de certo modo, como observam Sousa e Villas Bôas (2011), tem criado um momento de mal estar na área; um momento de incertezas que geram “respostas políticas genéricas”, sem contextualização da profissão do professor, em sua práxis. Procuramos aprofundar temas que articulam fatores da formação disciplinar acadêmica com a profissionalização docente. Focamos as especificidades da profissão a partir de aspectos da subjetividade social que perpassam à docência. Acreditamos poder assim compreender que, mesmo inseridos num ambiente de mal estar na carreira docente, ainda temos professores que se mantêm em seu ofício e, mesmo que paradoxalmente, se mostram satisfeitos em suas atividades. Questionamos se aspectos da subjetividade social permitem um entrecruzamento da teoria com a prática e, sobretudo, da formação acadêmica que perpetua os saberes teóricos e disciplinares com os saberes construídos a partir do contexto de pertença de sujeitos de uma profissão que entendemos ser relacional. Para tanto, seguimos na tentativa de traçar o perfil dos sujeitos participantes desta pesquisa (professores dos primeiros anos do Ensino Fundamental, da rede municipal de ensino de Nazaré Paulista/SP), a partir das particularidades de atuação desses profissionais na relação que é mantida com o outro em sala de aula, do que caracteriza esse grupo, suas expectativas em relação à docência e alguns dos motivos que os levam a permanecer no ofício. Abordamos nosso referencial teórico a partir da Subjetividade Docente e para tanto nos apoiamos no instrumento de medida intitulado técnica Q-sort – uma ferramenta direcionada para estudos do campo de investigações de aspectos da subjetividade. Além da técnica, nos apoiamos na aplicação de questionário de perfil e em relatos extraídos a partir da observação participante. Os resultados obtidos nos direcionaram para a questão principal do aspecto da afetividade na docência, no que tange justificativas para a permanência no magistério e competências comportamentais para a constituição da profissionalização docente em paralelo à formação disciplinar e teórica das licenciaturas

国立情報学研究所で電子化したコンテンツを使用している。

This study focuses on policy makers and the intricacies and subtleties surrounding the relationship between policy formulation and policy implementation. However in this process, an important stakeholder in the teaching-learning situation has been overlooked – the teacher. It would seem as if policy makers assumed that by placing computers in school, all would bode well and the implementation of Information and Communication Technology (ICT) would unfold naturally. Present educational practice has culminated in a mismatch between what is desired by school administrators, as policy makers and what is needed by teachers as policy implementers. As such, many institutions should promote a consensus approach as a means of producing policy that is representative of the principal policy implementers. This paper focuses on an innovative approach to the formulation of an ICT policy for a school, using Q-methodology case study. The purpose of this project was to access teachers’ perceptions, beliefs and attitudes on issues they consider as pertinent in the formulation of an ICT policy. The findings of this study indicate that although unique ‘groups’ of teachers were identified, a consensus approach could now be established to negotiate the formulation of an ICT policy that will be inclusive of all teachers irrespective of their preconceived mindsets. / Dissertation (MEd (Computer Assisted Education))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

Tiriant Lietuvos atvejį disertacijoje siekiama išsiaiškinti, kaip nuostatos politiniais klausimais susiformuoja(-mos) pokomunistinėje valstybėje, nepasižyminčioje aplinka, palankia ideologinėms mąstymo schemoms reikštis. Atspirties tašku konstruojant empirinį tyrimo instrumentą tampa išgryninta kognityvinių schemų teorijų prieiga. Pirmajame empirinio tyrimo etape pusiau struktūruotų kokybinių interviu metu atskleidžiamos dviem politikos klausimais, reprezentuojančiais socioekonominę bei socialinę-moralinę politikos sritis, nuostatas formuojančios kognityvinės schemos. Pirmieji rezultatai toliau plėtojami antrajame tyrimo etape, pasitelkus teiginių klasių rūšiavimo (Q-sort) metodą. Atskleidžiama, jog nuostatas politiniais klausimais formuoja dviejų tipų kognityvinės schemos: principiniame, įsitikinimų lygmenyje operuojančiosios bei pragmatiškoji racionalaus politikos pasekmių efektyvumo vertinimo schema (tyrime jos detalizuojamos ir palyginamos). Taip pat randamos penkios bendros veikiančios ideologinės įsitikinimų lygmens schemos, Lietuvoje veikiančios kaip schemų atskirais politiniais klausimais taikymą koordinuojantis ir jas paaiškinantis mechanizmas. Santykinai šias schemas galima pavadinti laisvos saviraiškos, tvirtos rankos, tradicinės moralės, globojančios valstybės bei pagrindinių teisių garantijų socialinėmis perspektyvomis. Dalis jų gali būti siejamos su tam tikromis „tradicinėmis ideologijomis“. Tačiau svarbiausia - jos leidžia teigti, jog nepaisant ideologiniam... [toliau žr. visą tekstą] / Main goal of the dissertation is to, by analyzing Lithuanian case, explore how attitudes towards political issues develop in a post-communist country where favorable conditions for the ideological thinking do not exist. The arranged approach of the cognitive schema theories is taken as a starting point for developing the research instrument. In the first stage of the empirical research, the method of semi-structured interviews is used to uncover the cognitive schemas that play a vital role in forming the attitudes on two political issues representing, respectively, socioeconomic and moral spheres of politics. These findings are further elaborated in the second round of the research by employing the Q-sort method. It turns out that the development of political attitudes in both political areas is being determined by two main types of cognitive schemas: one based on fundamental virtues, principle beliefs, and the pragmatic schema based on rational evaluation of the policy outcomes’ efficiency (both of these schemas are compared and analyzed in detail). It is also explored that the usage of these schemas are coordinated and can be explained by one or another of the five shared social perspectives (or ideological schemas) operating in Lithuania. Conditionally they can be named as perspectives of free self-expression, strong leader, traditional morality, patronizing state and basic rights’ assurance. Some of these schemas can be loosely linked to certain “classical” ideologies... [to full text]

Tiriant Lietuvos atvejį disertacijoje siekiama išsiaiškinti, kaip nuostatos politiniais klausimais susiformuoja(-mos) pokomunistinėje valstybėje, nepasižyminčioje aplinka, palankia ideologinėms mąstymo schemoms reikštis. Atspirties tašku konstruojant empirinį tyrimo instrumentą tampa išgryninta kognityvinių schemų teorijų prieiga. Pirmajame empirinio tyrimo etape pusiau struktūruotų kokybinių interviu metu atskleidžiamos dviem politikos klausimais, reprezentuojančiais socioekonominę bei socialinę-moralinę politikos sritis, nuostatas formuojančios kognityvinės schemos. Pirmieji rezultatai toliau plėtojami antrajame tyrimo etape, pasitelkus teiginių klasių rūšiavimo (Q-sort) metodą. Atskleidžiama, jog nuostatas politiniais klausimais formuoja dviejų tipų kognityvinės schemos: principiniame, įsitikinimų lygmenyje operuojančiosios bei pragmatiškoji racionalaus politikos pasekmių efektyvumo vertinimo schema (tyrime jos detalizuojamos ir palyginamos). Taip pat randamos penkios bendros veikiančios ideologinės įsitikinimų lygmens schemos, Lietuvoje veikiančios kaip schemų atskirais politiniais klausimais taikymą koordinuojantis ir jas paaiškinantis mechanizmas. Santykinai šias schemas galima pavadinti laisvos saviraiškos, tvirtos rankos, tradicinės moralės, globojančios valstybės bei pagrindinių teisių garantijų socialinėmis perspektyvomis. Dalis jų gali būti siejamos su tam tikromis „tradicinėmis ideologijomis“. Tačiau svarbiausia - jos leidžia teigti, jog nepaisant ideologiniam... [toliau žr. visą tekstą] / Main goal of the dissertation is to, by analyzing Lithuanian case, explore how attitudes towards political issues develop in a post-communist country where favorable conditions for the ideological thinking do not exist. The arranged approach of the cognitive schema theories is taken as a starting point for developing the research instrument. In the first stage of the empirical research, the method of semi-structured interviews is used to uncover the cognitive schemas that play a vital role in forming the attitudes on two political issues representing, respectively, socioeconomic and moral spheres of politics. These findings are further elaborated in the second round of the research by employing the Q-sort method. It turns out that the development of political attitudes in both political areas is being determined by two main types of cognitive schemas: one based on fundamental virtues, principle beliefs, and the pragmatic schema based on rational evaluation of the policy outcomes’ efficiency (both of these schemas are compared and analyzed in detail). It is also explored that the usage of these schemas are coordinated and can be explained by one or another of the five shared social perspectives (or ideological schemas) operating in Lithuania. Conditionally they can be named as perspectives of free self-expression, strong leader, traditional morality, patronizing state and basic rights’ assurance. Some of these schemas can be loosely linked to certain “classical” ideologies... [to full text]